Author : Stephen Reder
Publisher : Routledge
Page : 412 pages
File Size : 10,63 MB
Release : 2008-09-16
Category : Education
ISBN : 1135903301
Poor literacy and numeracy skills of adults remain substantial problems in today’s societies. This volume examines this issue through an analysis of adult education programs and their impact on basic skills development. The contributors offer far-reaching conclusions about what works and for what reasons in addressing adult literacy and numeracy.
Author : Griffiths, Graham
Publisher : McGraw-Hill Education (UK)
Page : 329 pages
File Size : 36,66 MB
Release : 2013-09-01
Category : Education
ISBN : 0335246826
This book offers friendly guidance on how to work with adult learners to develop their numeracy and mathematics skills. It brings together current research and practice on teaching adult numeracy into one handy volume and covers the major issues faced by teachers of adult numeracy such as current policy perspectives and implications for teaching practice. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences. Key features include: Reviews of existing policy and research and implications for practice Reflective tasks with commentary, encouraging you to develop and apply your knowledge Case studies of real student experiences Practical activities and ideas to support the planning, teaching and assessment of adult numeracy Drawing on the substantial experience of the contributors, who have a wealth of experience as practitioners and researchers in the field, this book is an essential resource for trainee and practising teachers of adult numeracy and mathematics. It is also an ideal textbook to support teacher training courses leading to a subject specific qualification in teaching numeracy to adults. Contributors: Jackie Ashton, John Barton, Carolyn Brooks, Martyn Edwards, Janette Gibney, David Holloway, David Kaye, Beth Kelly, Barbara Newmarch, Helen Oughton, David Prinn, Diana Spurr, Rebecca Woolley "This is a quite unique book about teaching adult numeracy, which will be invaluable to the many practitioners in this field. The chapters, contributed by a group of experienced and successful lecturers and practitioners, include all aspects of this field, from methods of teaching specific mathematical topics to more general explorations of dyscalculia and emotional factors in adult learners. Each chapter includes research findings and thoughtful presentation of ideas with practical ideas for teaching, and tasks for the reader. This is a market which has not been served well in the past, so it is good to see the gap filled at last." Margaret Brown, Emeritus Professor of Mathematics Education, King's College London, UK "The editors of this book set out to produce a text that would support teacher-education programmes for adult numeracy, and their book does that and more. The content covers different types of learners, different settings, different understandings of what numeracy actually is; and ranges from commentary on research through case studies to "how to" hints and tips for teaching. Chapters 7 (on provoking mathematical thinking) and 8 (attitudes, beliefs and teaching) should be a required read for any adult numeracy teacher. The book would be at home on any numeracy teacher's desk, and would make an excellent set text for numeracy teacher training courses." Carol Randall, course co-ordinator for numeracy in the department of Lifelong Learning Teacher Education, University of Greenwich, UK "This book is a welcome addition to the growing literature on adult numeracy. It should be essential reading for trainee and practising adult numeracy educators. It brings together relevant research and professional wisdom on a wide variety of aspects of adult numeracy teaching and learning in an accessible way, with well-focussed tasks for readers to extend their knowledge and understanding. While the book is born out of UK concerns and issues, it is also relevant to international readers. Highly recommended." Professor Diana Coben PhD, Director, National Centre of Literacy & Numeracy for Adults, University of Waikato, New Zealand, and Hon. Trustee, Adults Learning Mathematics - A Research Forum (ALM -- www.alm-online.net/)
Author : Lyn Tett
Publisher : Open University Press
Page : 216 pages
File Size : 18,68 MB
Release : 2006-06
Category : Education
ISBN :
The book shows how the social practice approach to learning and teaching can be used to develop more inclusive views of adult literacy, numeracy and language.
Author : Great Britain. Parliament. House of Commons. Public Accounts Committee
Publisher : The Stationery Office
Page : 44 pages
File Size : 23,32 MB
Release : 2009
Category : Education
ISBN : 9780215526090
Although the Department for Innovation, Universities and Skills, and its predecessor, the Department for Education and Skills, spent around £5 billion on basic skills courses between 2001 and 2007 (£9 billion by 2011), large numbers of the adult working population of England remain functionally illiterate and innumerate. In 2003, an estimated 75 per cent of the adult population of working age had numeracy skills below the level of a good pass at GCSE and 56 per cent had literacy skills below this level. In July 2007, the Government announced a new objective to help 95 per cent of the adult population of working age achieve functional literacy and numeracy (the level of skill generally needed to get by in life) by 2020. Achieving this ambition would, however, only raise England to the standards currently achieved by the top 25 per cent of OECD member countries. There are now separate targets for literacy and numeracy which focus on achieving the functional level of skill. The new targets, especially for numeracy, will be challenging to meet and, to date, far less progress has been made tackling poor numeracy skills compared with literacy skills. This is not helped by the low number of numeracy teachers available. Many hard-to-reach people with poor literacy and numeracy skills come into contact with other government services, such as Jobcentre Plus, the Prison Service and the Probation Service. More of these people are being encouraged to take up courses to improve their literacy and numeracy skills, but the percentage who participate is still relatively small. The Department's biggest challenges are reaching people in the workplace who lack skills and getting employers to recognise the benefits of raising the skills of their workforce.`
Author : Department for Education and Skills
Publisher :
Page : 0 pages
File Size : 27,9 MB
Release : 2001
Category :
ISBN :
Author : National Research Council
Publisher : National Academies Press
Page : 352 pages
File Size : 17,16 MB
Release : 2005-12-13
Category : Education
ISBN : 0309165180
The National Assessment of Adult Literacy (NAAL) is a household survey conducted periodically by the Department of Education that evaluates the literacy skills of a sample of adults in the United Stages ages 16 and older. NAAL results are used to characterize adults' literacy skills and to inform policy and programmatic decisions. The Committee on Performance Levels for Adult Literacy was convened at the Department's request for assistance in determining a means for booking assessment results that would be useful and understandable for NAAL'S many varied audiences. Through a process detailed in the book, the committee determined that five performance level categories should be used to characterize adults' literacy skills: nonliterate in English, below basic literacy, basic literacy, intermediate literacy, and advanced literacy. This book documents the process the committee used to determine these performance categories, estimates the percentages of adults whose literacy skills fall into each category, recommends ways to communicate about adults' literacy skills based on NAAL, and makes suggestions for ways to improve future assessments of adult literacy.
Author : Dolores Perin
Publisher : John Wiley & Sons
Page : 616 pages
File Size : 30,43 MB
Release : 2019-10-15
Category : Language Arts & Disciplines
ISBN : 1119261376
Examines the widespread phenomenon of poor literacy skills in adults across the globe This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities. The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults’ transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more. Looks at the cognitive processing challenges associated with low literacy in adults Features contributions from a global team of experts in the field Offers writing strategy instruction for low-skilled postsecondary students The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It’s also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.
Author : Saida Mamedova
Publisher :
Page : 2 pages
File Size : 33,53 MB
Release : 2021
Category : Education
ISBN :
Author :
Publisher :
Page : 329 pages
File Size : 13,95 MB
Release : 2002
Category : Functional literacy
ISBN : 9781853386954
Author : Great Britain. National Audit Office
Publisher : Stationery Office Books (TSO)
Page : 48 pages
File Size : 20,66 MB
Release : 2008-01-01
Category : Functional literacy
ISBN : 9780102954166
The strategy to improve basic literacy and numeracy skills has helped over 5.7 million adults achieve a qualification or other specified learning aim at a cost of £5 billion. The Department for Innovation, Universities and Skills and the Learning and Skills Council exceeded targets for the number of adults reaching basic literacy and numeracy standards (750,000 by 2004 and 1.5 million by 2007). The Department is also on course to meet the 2010 target of improving the basic skills of 2.25 million adults. Less progress has been made in strengthening numeracy skills compared with literacy skills. Numeracy courses are less popular than literacy courses with fewer people participating in them and achieving qualifications. Many people with literacy and numeracy needs come into contact with different parts of government, such as Jobcentre Plus. The Department could make better use of these contacts to engage people on Skills for Life courses. Participation and achievement levels for people with a literacy or numeracy need vary across the country. Based on the 2003 survey of need, the North East and North West have the best rates of achievement for both literacy and numeracy. In contrast, the East of England and East Midlands have the lowest rates of achievement for literacy and East of England and London, the lowest rates of achievement for numeracy. Between 2001 and 2004, spending on English for Speakers of Other Languages courses tripled to almost £300 million a year. However, demand for these courses has exceeded supply, particularly in London. Although significant progress is being made against targets, until the Department updates its assessment of literacy and numeracy needs, the scale of the challenge regarding adult skill levels will remain unclear.
